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This study aims to acknowledge that most Indonesian small and medium enterprises (SMEs) experience slow growth. It highlighted that this sluggishness is because of some falsification of Indonesia’s ecological psychology. It focuses on investigating the situated cognition that probably supports this falsification, such as affordance, a community of practice, embodiment and the legitimacy of peripheral participation situated cognition and social intelligence theories.

This study obtained data from published newspapers between October 2016 and February 2019. The authors used the Waikato Environment for Knowledge Analysis and the J48 C.45 algorithm. The authors analyzed the data using the emergence of news probability for both the Government of Indonesia (GoI) and Indonesian society and the situated cognition concerning the improvement of the SMEs. The authors inferred ecological psychology from these published newspapers in Indonesia that the engaged actions were still suppressed, in comparison with being and doing.

This study contributes to the innovation and leadership policies of the SMEs’ managerial systems and the GoI. After this study identified the backward-looking practices, which the GoI and the people of Indonesia held, this study recommended some policies to help create a forward-looking orientation. The second one is also a policy for the GoI, which needs to reduce the discrepancy between the signified and the signifier, as recommended by the structuralist theory. The last one is suggested by the social learning theory; policies are needed that relate to developing the SMEs’ beliefs, attitudes and behavior. It means that the GoI should prepare the required social contexts, which are in motoric production and reinforcement. Explicitly, the authors argue that the GoI facilitates SMEs by emphasizing the internal learning process.

The authors present some possibilities for the limitations of this research. The authors took into account that this study assumes the SMEs are all the same, without industrial clustering. It considers that the need for social learning and social cognition by the unclustered industries is equal. Second, the authors acknowledge that Indonesia is an emerging country, and its economic structure has three levels of contributors; the companies listed on the Indonesian Stock Exchange, then the SMEs and the lowest level is the underground economy. Third, the authors did not distinguish the levels of success for the empowerment programs that are conducted by either the GoI or the local governments. This study recognizes that the authors did not measure success levels. It means that the authors only focused on the knowledge content.

From these pieces of evidence, this study constructed its strategies. The authors offer three kinds of policies. The first is the submission of special allocation funds from which the GoI and local governments develop their budgets for the SMEs’ social learning and social cognition. The second is the development of social learning and social cognition’s curricula for both the SMEs’ owners and executive officers. The third is the need for a national knowledge repository for all the Indonesian SMEs. This repository is used for the dissemination of knowledge.

This study raises argumental novelties with some of the critical reasoning. First, the authors argue that the sluggishness of the Indonesian SMEs is because of some fallacies in their social cognition. This social cognition is derived from the cultural knowledge that the GoI and people of Indonesia disclosed in the newspapers. This study shows the falsifications from the three main perspectives of the structuration, structuralist and social learning theories. Second, this study can elaborate on the causal factor for the sluggishness of Indonesia’s SMEs, which can be explained by philosophical science, especially its fallacies (Hundleby, 2010; Magnus and Callender, 2004). The authors expand the causal factors for each gap in every theory, which determined the SMEs’ sluggishness through the identification of inconsistencies in each dimension of their structuration, structuralism and social learning. This study focused on the fallacy of philosophical science that explains the misconceptions about the SMEs’ improvement because of faulty reasoning, which causes the wrong moves to be made in the future (Dorr, 2017; Pielke, 1999).

The search for new techniques to teach English nowadays has been more than ever. These techniques have to be interesting and enjoyable in order to lower the anxiety levels of students when learning English (Bakhsh, 2016). That is why many scholars and teachers look forward to integrating technology into language teaching. Social media platforms (SMPs) are among these techniques since millions of people around the world utilize them for daily interaction. Yet, teaching English for specific purposes (ESPs) relies on learners’ needs and employs an eclectic approach in delivering its course content. For this reason, the current study reviewed articles that tackled the topic of teaching or learning ESP from SMPs so as to uncover their effect and the attitude or motivation of learners.

The researchers used the PRISMA flowchart model in order to identify, screen and include articles in the study.

The results revealed that SMPs are effective in teaching and learning ESP writing, speaking and vocabulary. Yet, the included studies showed that learners’ attitude toward SMPs is positive as they believe that they are motivating and interesting.

Some aspects of social media have turned out to be beneficial in the learning process and they need further investigation from ESP practitioners and scholars.

According to the study, it is crystal clear that the various social networks and platforms are beneficial and helpful for improving ESP productive skills.

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

The purpose of this paper is to study the way in which family ties influence the entrepreneurial preparedness of the diaspora family business owner.

In-depth interviews were carried out with 15 Cypriot family business owners hosted in various countries. The paper draws on social capital theory and uses an abductive analytical approach.

The findings of this paper illustrate that family ties coming from the family across borders play a significant role for diaspora family business owners’ entrepreneurial preparedness. Hidden values deriving from the interpersonal relationships within the family across borders drive the diaspora family business owners to learn upon self-reflection and become entrepreneurially prepared, led by both urgency and esteem.

This study provides practical implications for the entrepreneurial preparedness of diaspora family business owners and those who wish to become family business owners in a diaspora context.

This study contributes theoretically through the conceptualization of “family across borders social capital” and “diaspora entrepreneurial preparedness”. It also contributes empirically to the fields of diaspora family business, entrepreneurial learning and diaspora entrepreneurship through new knowledge regarding the role of family across borders social capital in the entrepreneurial preparedness of the diaspora family business owner.

Creating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.

The research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used for data collection on the views of students towards the use of CL with particular reference to the 5 dimensions of positive interdependence (PDI), promotive interaction (PI), individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP). The questionnaire was validated using confirmatory factor analysis. Structural equation modelling was used to test proposed relationships. A total of 341 questionnaires were administered through an email survey. Of the total, 149 completed questionnaires were received from the students, giving a return rate of 43.7%.

The results showed that positive interdependence, promotive interaction, social and interpersonal skills, individual and group accountability as well as group processing were important antecedents to the effective implementation of CL in universities. The results further showed that CL plays a significant role in improving the academic performance of university students; hence, academic performance was viewed as a significant consequence of CL.

This is the first study on the application of CL to enhance the academic performance of university students in the context of Zimbabwe. As a result, caution should be exercised when generalising the results as more studies to either confirm or disconfirm these results in the context of Zimbabwe may still be required.

These results have implications on policy and practice with regards to active teaching strategies in universities. With regards to practice, the results demonstrated that the use of group activities that allow students to share knowledge and support each other while the teacher plays a facilitating role is important for enhancing students' academic performance. With regards to policy, the results showed that universities can enhance the academic performance of students if policies that promote student-centered teaching and learning approaches to ensure that teaching in universities is more student-led than lecturer-led are developed.

While many studies have been conducted in other contexts, to establish the influence of CL on the academic performance of university students, there is no known study on the influence of CL that has been conducted in the context of Zimbabwean universities. The results of this study therefore are an eye opener on the role of CL in enhancing the academic performance of students in Zimbabwean universities.

Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, is the basis of Theory of Mind skills and frames the development of empathy. The purpose of this paper is to trace the links between empathy development and social and emotional learning when using real versus virtual environments. Empathy is a uniquely human emotion facilitated by abstract thinking and language. Virtual play is a teaching tool for acquiring prosocial behaviors. And finally, human-mediated (traditional and virtual) play is most favorable for SEL growth. Recognition of emotions such as empathy and other socio-communication skills have been taught to children with Autism Spectrum Disorders (ASD). Therefore, technology can be a venue for acquiring empathy.

This paper uses a qualitative interpretive methodology to advocate for the use of technology with human mediation to teach Social and Emotional Learning skills, based on the premise that cognitive and social-emotional development occurs synergistically and mediated by speech and interaction with the environment.

Technology is best seen as an instrument of assessing and teaching socio-emotional skills, but not as the only means to an end, because what makes us human can only be taught within an ecology of human interaction in real-life situations.

This paper reviews previous research works (both empirical and theoretical) that bring to light the connection between socio-emotional development, specifically empathy development, and virtual environments.

Women’s leadership training programs provide organizations opportunities to value women leaders as organizational resources. This qualitative research utilized phenomenological methodology to examine lived experiences of seven alumni of a women’s-only leadership program. We conducted semi-structured interviews to clarify what learning elements were most beneficial in furthering an individuals’ leadership role. Emerging research themes included perceptional and personal agency changes within participants. Women’s leadership programs provided an opportunity for cognitive, affective, and behavioral growth; engaging learning activities, social capital development, and relational model methodologies were perceived as most helpful in leadership development. Action learning techniques, fostering interconnectedness, and philosophical leadership development activities were critical elements in leadership development. Insights gained from this study provided perspective on the unique experiences of women in a leadership training program.

Failure plays a pivotal role in entrepreneurial learning. Knowledge of the learning process that enables an entrepreneur to re-emerge stronger after a failure, though considerable, is fragmented. This paper systematically collects relevant literature, assigns it to the stages of the experiential learning process (concrete experience, reflective observation, abstract conceptualization, active experimentation; Kolb, 1984), evaluates the research coverage of each stage and identifies promising avenues for future research.

This systematic literature review follows the guidelines articulated by Short (2009) and Tranfield et al. (2003), using Web of Science and EBSCO as primary data sources. Kolb’s (1984) experiential learning theory provides a basis for organizing the identified material into a framework of entrepreneurial learning from failure.

The literature provides insights on all stages of the process of entrepreneurial learning from failure. Particularly well elaborated are the nature of failure and its triggering effect for reflection, the factors influencing reflection, the contents of the resulting learning and their application in entrepreneurial re-emergence. Other topics remain under-researched, including alternative modes of recovery, the impact of personal attributes upon reflection, the cognitive processes underlying reflection, the transformation of failure-based observations into logically sound concepts and the application of this learning in non-entrepreneurial contexts.

This review provides the most complete overview of research into the process of entrepreneurial learning from failure. The systematic, theory-based mapping of this literature takes stock of current knowledge and proposes areas for future research.

This conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption process within educational institutions. Technology integration in education has rapidly gained prominence, with EdTech offering innovative solutions to enhance teaching and learning experiences. However, understanding the determinants that affect EdTech adoption remains critical for its successful implementation and impact. This paper aims (1) to identify the factors influencing the adoption of EdTech by college students (2) to create a conceptual model that shows the connections between the elements that lead to college students adopting EdTech.

The research employed a mixed-methods approach, combining qualitative data analysis and conceptual modeling to achieve the objectives. The underlying knowledge required to create a qualitative data gathering tool was obtained through a thorough literature analysis on innovation dissemination, educational psychology and technology adoption. College students, teachers and administrators participated in semi-structured interviews, focus groups and surveys to provide detailed perspectives on their attitudes about and experiences with EdTech. The Scopus and Web of Science databases are searched for relevant information in an organized manner in order to determine the factors influencing the adoption of EdTech. Second, an extended version of the technology adoption model is adopted to develop a qualitative data-based conceptual framework to analyze EdTech adoption in the Indian context.

Overall, by highlighting the critical components that emotionally influence college students' adoption of EdTech products in educational institutions, this course adds to the body of information already in existence. The conceptual framework model serves as a roadmap for educational stakeholders seeking to leverage EdTech effectively to enrich the learning environment and improve educational outcomes. By recognizing the significance of the identified factors, academic institutions can make informed decisions to foster a climate conducive to successful EdTech integration.

A comprehensive conceptual framework model was developed based on qualitative data analysis to illustrate the interrelationships between the identified factors influencing EdTech adoption. This model presents a valuable tool for educational institutions, policymakers and EdTech developers to comprehend the complex dynamics of implementing these technological solutions.

The findings of this study demonstrated a number of important variables that affect the uptake of EdTech products in educational settings. These factors encompassed technological infrastructure, ease of use, perceived usefulness, compatibility with existing academic practices, institutional support, financial constraints and individual attitudes towards technology. Additionally, the research explored the significance of institutional preparation for embracing technological advancements as well as the influence of socio-cultural elements.

Given the pressing global challenges underpinning the United Nations’ Sustainable Development Goals, marketing managers can no longer focus only on purely economic outcomes but must simultaneously respond to social and environmental concerns. This requires the teaching of new competencies in marketing education, as also reflected in today’s accreditation requirements for business schools. Therefore, this paper aims to explore how current research into marketing education incorporates sustainable development.

Through a bibliometric literature review – examining 71 publications using the bibliographic coupling method – the current research front in marketing education is analysed.

This paper identifies seven trending topics in marketing education research that both highlight a currently prevalent sustainability gap in marketing education research and – when combined into a framework – help marketing education researchers and educators to address this gap.

This paper extends the already established concept of education for sustainable development to include the concept of marketing education for sustainable development (MESD) for the first time. The MESD framework combines its raison d’être with guidance on how sustainable development should be taught and what the learning objectives should be for future marketing managers.

Dados los apremiantes retos mundiales que sustentan los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, los directores de marketing ya no pueden centrarse únicamente en los resultados puramente económicos, sino que deben responder simultáneamente a las preocupaciones sociales y medioambientales. Esto requiere la enseñanza de nuevas competencias en la educación de marketing, como también se refleja en los requisitos de acreditación actuales para las escuelas de negocios. Por lo tanto, este documento explorará cómo la investigación actual sobre la educación en marketing incorpora el desarrollo sostenible.

A través de una revisión bibliométrica de la literatura -examinando 71 publicaciones mediante el método de acoplamiento bibliográfico- se analiza el frente actual de la investigación en educación en marketing.

En este artículo se identifican siete temas de tendencia en la investigación sobre educación en marketing que ponen de manifiesto una laguna en materia de sostenibilidad que prevalece actualmente en la investigación sobre educación en marketing y que, combinados en un marco, ayudan a los investigadores y educadores en educación en marketing a abordar esta laguna.

Este artículo amplía el concepto ya establecido de Educación para el Desarrollo Sostenible (EDS) para incluir por primera vez el concepto de Educación en Marketing para el Desarrollo Sostenible (EMDS). El marco EMDS combina su razón de ser con orientaciones sobre cómo debe enseñarse el desarrollo sostenible y cuáles deben ser los objetivos de aprendizaje para los futuros directores de marketing.

鉴于联合国可持续发展目标（SDG）所依据的紧迫的全球挑战, 营销经理不能再只关注纯粹的经济成果, 而必须同时应对社会和环境问题。这就要求在营销教育中教授新的能力, 这也反映在当今商学院的认证要求中。因此, 本文将探讨目前对市场营销教育的研究是如何纳入可持续发展的。

通过文献计量学文献综述–使用文献耦合法对71份出版物进行研究–分析了当前市场营销教育的研究前沿。

本文确定了营销教育研究中的七个趋势性课题, 这些课题既突出了当前营销教育研究中普遍存在的可持续发展差距, 又–当结合成一个框架–帮助营销教育研究者和教育者解决这一差距。

本文扩展了已经建立的可持续发展教育（ESD）的概念, 首次将可持续发展的营销教育（MESD）的概念纳入其中。MESD框架将其存在的理由与指导如何教授可持续发展以及未来营销经理的学习目标相结合。